Task 1: Designing a Listening and Speaking Kit

Listening Kit
Guidelines of Use.
1. The teacher will give the Task Sheet 1 to the pupils.
2. The teacher will give a clear instruction on what the pupils should focus on while
they are listening.
E.g. Take a look at the list of words on the task sheets, listen carefully on how
the speaker says the words.
3. While the pupils are taking time to read the words, the teacher may set up the
materials to play the audio recording.
4. The teacher will play the recording for the first time when the pupils are all ready.
5. The recording will be replayed but this time the pupils have to say along when the
words in the task sheets are pronounced.
6. When the students pronounce the words, the teacher will assess their
pronunciation. If necessary, the teacher may pause the recording to correct the
pupils mispronunciation.
7. After the second play of the recording, the teacher will collect the Task Sheets 1
and give the Task Sheets 2.
8. The teacher will give another instruction on what the pupils need to do on the
Task sheets 2.
E.g.-Look at the second task sheets, there are blank spaces on the text. So, I
will play this recording again and I want you to fill in the blanks while you listen to
the recording.
9. The teacher may replay the recording again to make sure the pupils able to fill in
all the blanks.






Year 4
Proficiency Low and average
Content Standard 1.1 By the end of the 6-year Primary schooling, pupils will be able to
pronounce words and speak confidently with the correct stress,
rhythm and intonation.
Learning Standard 1.1.1 Able to speak with correct word stress.
Theme World of knowledge
Topic Solar System
Transcription of Listening Materials
Im going to the moon,
On a Sunday afternoon,
Im going in my rocket,
To put moonstones in my pocket.

Im going to the moon,
And Im leaving very soon,
I didnt need a ticket,
Because Im going in my rocket.

Im going to the moon,
Im leaving at noon,
On a grand adventure,
To build a great future.













Task Sheets 1

Listen to the recording. Put numbers in the boxes according to the sequences of the
words.

























Afternoon

Rocket

Moon

Grand

Future

Adventure

Ticket

Noon

Pocket

Moonstones

Task Sheets 2
Fill in the blanks.

Im going to the _______,
On a Sunday __________,
Im going in my _________,
To put _____________ in my ___________.

Im going to the ________,
And Im leaving very soon,
I didnt need a ________,
Because Im going in my__________.

Im going to the _________,
Im leaving at __________,
On a _______ ___________,
To build a great __________.











Answer Scheme (Task Sheets 1)



























Afternoon

Rocket

Moon

Grand

Future

Adventure

Ticket

Noon

Pocket

Moonstones

2
1
3 6
7
8
5
10 4
9

Answer Scheme (Task Sheets 2)

Im going to the moon,
On a Sunday afternoon,
Im going in my rocket,
To put moonstones in my pocket.

Im going to the moon,
And Im leaving very soon,
I didnt need a ticket,
Because Im going in my rocket.

Im going to the moon,
Im leaving at noon,
On a great adventure,
To build a great future.












Speaking Kit
Guidelines of Use
1. For task 1, the teacher will show the text in front. E.g.- Mahjong paper,
whiteboard, roll up board.
2. The teacher will read the text with actions.
3. The teacher will ask the pupils to read and do the actions along with the
instructor.
4. The teacher may pick randomly a few students to read and do the actions.
5. The teacher may correct any mispronunciation done by the pupils.
6. For the task 2, the teacher will asks the students 4 prepared questions related to
the text.






















Situation/ Tasks
The instructor will show the transcript of the audio recording in front of the class. The
pupils will read it and do the actions. Example of transcribed audio recording:

























Im going to the moon,
On a Sunday afternoon,
Im going in my rocket,
To put moonstones in my pocket.

Im going to the moon,
And Im leaving very soon,
I didnt need a ticket,
Because Im going in my rocket.

Im going to the moon,
Im leaving at noon,
On a grand adventure,
To build a great future.


Task 2
Answer these questions verbally.
01. When is the speaker going to the moon?
02. What the speaker wants to put in his pocket when he goes to the moon?
03. Does he need a ticket?
04. Why he wants to go the moon?





Language Structure
There are a few word classes are integrated in this lesson. For example:
Noun Verb
moonstones

leaving
rocket

put
adventure

build
future going



Rubrics for Assessment
Excellent Good Average Weak
Pronunciation
Pupils are able
to:
- Speak with
correct
pronunciation
, rhythm and
stress without
guidance

Pupils are able to:
- Speak with
correct
pronunciation
and rhythm.
Pupils are able to:
- Speak with
correct
pronunciation
Pupils are able
to:
- Speak with
correct
pronunciation
with guidance
Intonation
Pupils are able
to:
- Speak with
correct
intonation
and rhythm
without
guidance
Pupils are able to:
- Speak with
correct
intonation and
rhythm.
Pupils are able to:
- Speak with
correct
intonation.
Pupils are able
to:
- Speak with
correct
intonation
with
guidance.








J ustification:
The focus of the Learning Standard of these listening and speaking skills is to enable
the pupils to speak with correct word stress (1.1.1). Thus, the listening and speaking kits are
designed to achieve the objective of the Learning Standard.
For the listening kit, I provide a simple audio recording which is suitable with the
proficiency of the pupils, low and average. It is only three paragraphs long with four lines for
each paragraph. The words are simple and easy to understand to avoid the pupils from
getting confused if they heard any unfamiliar words during the listening activity. This lesson
is to teach on the stress of the words, not to enrich their vocabulary by introducing unfamiliar
words. Before I play the audio recording, I will give a simple and clear instruction for them to
follow. Then, I will give the Task Sheets 1 which contains list of words that I want them to
focus on when the audio recording is played. It is to get them ready and be more prepared
on what they are supposed to listen. The recording may be played twice to make sure all
pupils can hear clearly and learn the correct pronunciations and stresses of the words.
Before the Task Sheet 2 is given, I will collect the previous task to avoid them imitate the
answer of the second task from the first task. In the second task, the pupils will be filling
blanks on the text by hearing the recording. It will also improve on their listening competency
as they need to write simultaneously while listening.
As a speaking kit, I provide a simple and easy yet fun activity. I will show the full
transcript of the audio recording in front of the class, and then I will recite it together with the
pupils with correct intonation and put in some movements to make it more engaging. The
reason why I use the same transcript for both kits is as reinforcement for the pupils on the
stress of the words that they have learnt. It will also help them to remember the words and
its pronunciation. The addition of movement and action will prevent them from getting bored
by the same material used during the lesson. For the second activity, I let the pupils to speak
with their own words to describe the pictures of a moon. This will encourage and build
confidence in them to speak in English and give them space to voice out their opinion.